At Cross Purposes: Protrestant Missionaries Among the Osage Indians 1820-1837

Luparell, Joshua N. “At Cross Purposes: Protestant Missionaries Among the Osage Indians, 1820-1837. M.A. Thesis, University of Missouri-St. Louis, 2013. At Cross Purposes sets out to establish a nuanced interpretation of the complicated relationships forged between Osage Indians and Protestant missionaries. These interactions occurred between 1820 (when New England Protestant missionary societies first attempted to “civilize” and Christianize Osage Indians) and 1837, when the missionaries left the Osages without significantly impacting Osage beliefs or culture. This thesis challenges the relatively recent assertion that the Osages resisted the Christians and their messages. Instead, this thesis argues that the traditional diversity of individuals and groups in the loosely-structured Osage nation made passive indifference, not “active resistance,” the overwhelming response to conversion efforts, while scholastic and agricultural activities were surprisingly successful due to that same native adaptability. My research, derived from primary documents, places the Protestant arrival within the context of Osage culture and history, and analyzes the wide range of Osage responses to all of the Protestants’ efforts. The research reveals that although the Osages did not convert to Christianity, they rarely intentionally sabotaged Christian objectives. On the contrary, a small number of Osages looked to incorporate various elements of Anglo-American culture, so long as those adaptations did not fundamentally disrupt their individual sense of Osage identity or compromise the Osages’ ability to survive and prosper

Today\u27s nursing student as tomorrow\u27s nurse: The role of academia in shaping healthy work environments

Session presented on Friday, March 17, 2017: In a seminal study of nursing faculty nationwide, Lashley and deMeneses (2001) identified that uncivil behavior by nursing students was an unfortunately common occurrence, with almost all faculty respondents reporting students who were inattentive, unprepared, late, or inappropriately talkative in class. Of concern was the large percentage of respondents who reported experience with students who yelled or verbally abused peers in the classroom (65.8%) or clinical setting (46.3%), as well as the nearly one in four who reported uninvited, objectionable physical contact by a student. Subsequent research ensued and further demonstrated the prevalence of student incivility 1 and its impact 2,3. As discussions on the topic continue to become more widespread, a common concern voiced by nursing faculty is that poorly behaving students may go on to be poorly behaving licensed nurses. Although the medical profession has established a link between post-licensure disciplinary action and unprofessional behavior during medical school, internship, or residency 4-6, no empirical nursing literature could be identified that addressed this potential link. In an effort to fill this gap, we conducted a cross-sectional, descriptive study of a national sample of nurse faculty (n = 1869) to explore their attitudes and beliefs about student incivility in nursing programs, including how it should be managed and the major challenges faced when attempting managing it. Additionally, we explored educators\u27 personal knowledge regarding poorly behaving students and subsequent behavior as licensed nurses. Data have been compiled and results will reported. Over one in three (37%) faculty reported personal knowledge of a former poorly behaving student who subsequently went on to demonstrate poor behavior in the workplace. Additionally, 55% reported that at least two students graduated from their nursing program in the previous academic year whom they thought should not have graduated based on unprofessional or uncivil behavior. Lastly, faculty reported multiple challenges to effectively addressing poor behavior in students. The findings from this study, which will be presented in more detail, are both alarming and highly relevant to the health care environment, as they suggest a possible link between pre- and post-licensure behavior in nursing. Suggestions for ongoing conversation and additional research will be provided. Learning Objectives: Describe results from national study of faculty attitudes and beliefs regarding poorly behaving nursing students. List at least two (2) recommendations for ongoing discussion and research regarding the management of poorly behaving nursing students

SigmaCast, Episode 2: Bullying and incivility in nursing

This episode we will be discussing bullying and incivility. The discussions will center around creating awareness of the issue and ways to create a safe and healthy working environment, regardless of the setting, where conversations can occur. Episode Details are available in the attached References document. Host: Matthew S. Howard, DNP, RN, CEN, CPEN, CPN, Director of Scholarship Resources at Sigm

Incivility in Nursing: The Connection Between Academia and Clinical Settings

Incivility and bullying in nursing are complex problems that have garnered much attention in recent years. Emerging evidence suggests that incivility in the workplace has significant implications for nurses, patients, and health care organizations. Because today’s students are tomorrow’s colleagues, conversations regarding how to address incivility and bullying should include specific aspects of nursing academia and the preparation of new nurses.</jats:p

Critical incidents of incivility by nursing students: How uncivil encounters with students affect nursing faculty

Twenty-one nursing faculty with various years of experience in teaching were interviewed to ascertain what they considered to be critical incidents of uncivil encounters with nursing students and what effect those encounters had on them. Thirty-six encounters were described by faculty. Thirty-three of the encounters occurred with individual students and three encounters occurred with groups of students. Although males comprise 5.4% of the nursing workforce (Spratley, Johnson, Sochalski, Fritz, & Spencer, 2002), male students acting uncivilly toward a female faculty member accounted for 43.8% of the incidents involving single students. A battle field metaphor is used to describe the incidents, their antecedents, and their consequences. The behaviors exhibited by the students ranged from mildly aggressive to severely aggressive. No faculty member identified physical contact. Nonetheless, several faculty identified significant perceptions of threat to personal well-being conveyed in student actions and words. A feeling of surprise at the student behavior was a common theme from the faculty participants. Twenty-three encounters occurred in the context of poor student performance requiring constructive criticism or course failure. Eight incidents occurred in regards to exams or grading. Three were in response to student displeasure with some other aspect of the instructor\u27s teaching. No clear triggering event could be determined for two incidents. The incidents described held significance for the faculty even after extended periods of time had passed. Faculty responded to the encounters with a variety of physical and emotional symptoms, some of which mimicked post traumatic stress syndrome. Participants described loss of sleep, damage to self-esteem, and diminished confidence in teaching skill. Significant use of time and financial resources to deal with the aftermath of the encounters was also described. Three faculty members left teaching as a consequence of their encounters and others have contemplated leaving academia in response to the encounters. The ramifications to nursing are discussed, suggestions for change within nursing education are posited, and additional areas of research are identified

Rural Nurses’ Perceptions of Disruptive Behavior and Clinical Outcomes: A Pilot Study

Purpose: The purpose of this pilot study was to explore rural nurses’ perceptions regarding disruptive behavior and its impacts on interdisciplinary relationships, patient safety, and patient outcomes. Methods: Montana nurses working at either of two rural facilities, one a small hospital and the other a critical access facility, participated in the study. The study replicated a larger study conducted by Rosenstein and O’Daniel (2005) in the VHA West Coast hospital network. A questionnaire was sent to nurses electronically via their agency’s email system to assess perceptions of disruptive behavior and its effects on patient outcomes. Findings: Fifty-seven nurses participated in the study, yielding a 47.5% response rate. Disruptive behavior was reported to be displayed more often by nurses than physicians in this study. Nurses perceived that disruptive behavior is linked to adverse events, and may also have a negative impact on patient safety and satisfaction. In addition, participants perceived a link between disruptive behavior and the psychological and behavioral variables impacting individual nurses. Finally, the majority of respondents indicated that their facility lacked appropriate reporting and counseling policies for addressing disruptive behavior. Conclusions: Like their VHA West Coast counterparts, nurses working in rural settings experience disruptive behavior and believe there is a link between disruptive behavior and negative patient outcomes. However, results from this pilot study suggest that disruptive behavior by nurses in rural settings is more prevalent than that of physicians, findings that contradict previous work. DOI:  http://dx.doi.org/10.14574/ojrnhc.v14i1.300  Key words: Disruptive behavior, workplace incivility, patient outcomes, patient safety, rural nursin